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The Future Trainee Teacher Facing Active Methodologies: Emotion and Cognition

The Future Trainee Teacher Facing Active Methodologies: Emotion and Cognition

Rosabel Martinez-Roig, Antonio Giner Gomis
Copyright: © 2023 |Pages: 19
ISBN13: 9781668481561|ISBN10: 1668481561|ISBN13 Softcover: 9781668481608|EISBN13: 9781668481578
DOI: 10.4018/978-1-6684-8156-1.ch014
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MLA

Martinez-Roig, Rosabel, and Antonio Giner Gomis. "The Future Trainee Teacher Facing Active Methodologies: Emotion and Cognition." Challenges of the Educational System in Contemporary Society, edited by Jordi Manuel Antolí Martínez, IGI Global, 2023, pp. 222-240. https://doi.org/10.4018/978-1-6684-8156-1.ch014

APA

Martinez-Roig, R. & Giner Gomis, A. (2023). The Future Trainee Teacher Facing Active Methodologies: Emotion and Cognition. In J. Antolí Martínez (Ed.), Challenges of the Educational System in Contemporary Society (pp. 222-240). IGI Global. https://doi.org/10.4018/978-1-6684-8156-1.ch014

Chicago

Martinez-Roig, Rosabel, and Antonio Giner Gomis. "The Future Trainee Teacher Facing Active Methodologies: Emotion and Cognition." In Challenges of the Educational System in Contemporary Society, edited by Jordi Manuel Antolí Martínez, 222-240. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-8156-1.ch014

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Abstract

Emotions are of great importance in the teaching-learning processes. This study aims to deepen the understanding of the emotions perceived by future male and female teachers of Primary Education when using an active methodology in the classroom during their teaching practice. A qualitative methodology has been adopted by means of narratives collected with an open-ended questionnaire developed ad hoc. The virtual tool Google Forms was used for this purpose, as well as the AQUAD program for data processing. The results reveal that the most significant emotions for future teachers are those perceived as positive, such as fun, confidence, or illusion; during the whole process, although in the phase prior to their teaching performance, nervousness, fear, or concern are perceived more. This research highlights the importance of strengthening the emotional dimension in initial teacher training.

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